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Page 10 text:
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administration CLASSES ACTIVITIES ATHLETICS DIRECTORY ADVERTISEMENTS PUBLISHED BY THE STUDENTS OF THE STATE TEACHERS COLLEGE OF KUTZTOWN, PENNSYLVANIA
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Page 11 text:
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THEME... CHARACTER BUILDING AS A PART OF KUTZTOWN’S PROGRAM MERICANS have never been undersold on the power of education. We ask for educa- Y tion for peace, education for world leadership. It is only to be expected, then, that we turn to our schools with renewed hope that they can help us meet our national crisis in personal character. Before a significant program in character development can be adopted, however, a working definition of character itself must be found, evaluated, and related to its social product—personality. To make a rigid distinction between these two elements is almost im- possible in that one—personality—is a reflection of character, or the inner self. Instead we must content ourselves with accepting character as the sum total of the quality of a person's life which comes from the values he holds and the strength with which he holds them. And as a man’s disposition and values change, these new attitudes become behavior patterns, influencing character which in itself is never complete. In an institution such as Kutztown whose primary purpose is teacher education, a pro- gram in character development is of necessity twofold. The first phase would direct its efforts toward character development in the prospective teacher, while a second phase would prepare these teachers to effect such a program, directly or indirectly, in the school system of which they find themselves a part. If we accept the definition of character which implies the principle that education of a people is measured by its ideals and purposes, we must also maintain that no college can be said to offer a liberal education without including a considerable amount of character training, directly or indirectly. This, through the media of regular courses and extra-curricu- lar activities, Kutztown attempts to provide. For in the strictly academic area—in the social studies, in literature, and in the sciences, the interpretation of our human and cultural heritage—it is both possible and desirable to cultivate a feeling of responsibility. At its best such a program brings this responsibility before the mind for its scrutiny and for some meas- ure of acceptance. As for the less formalized aspects of college life, the personal choices and initiative of students in these four years is of utmost importance. Where student government is practiced, there is an active experience in human relationships and group self-rule, which under wise guidance, has great character-building value. With such a purpose in mind, the Student Activity Board was organized and functions on our campus. Both the religious clubs and the musical organizations have long been recognized for their socializing qualities and their developing of desirable traits. Our athletic program, too, is one of the most appealing character-building forces. Full realization that we need to build character through the schools, through the in- dividual teacher, prompts the conscious effort on the part of American colleges toward character education. Through a series of practicums and through practice teaching, prospective teachers at Kutztown are intro- duced to the current challenge of character development in the public schools. Each day brings with it the question, can we educate for character? And each new day reveals the full realization that we cannot escape educating for character—all the time, everywhere. No longer is char- acter incidentally built; instead, it has become a vital part of our educational system.
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